2.3. Tone Group II
TONE GROUP II
(Low Pre-Head+) Stepping Head+Low Fall (+Low Tail)
Stepping Head: in the stepping head, the stressed syllable of the first important word is on a high, level pitch; that of the second important word is a step lower; that of the third a step lower still, and so on until the nucleus is reached.
Tone Group II is used with final, categoric, considered, weighty statements; serious, intense, responsible special question; firm, serious, considered, weighty, pressing imperatives and rather emphatic, weighty interjections.
Like Tone Group I, Tone Group II may also be used with general questions to put the quesrion forward a*, a suggestion or a subject for discussion to put the question forward as suggestion or a subject for discussion, but more insistently, often impatiently.
Drill I. Listen carefully to the conversational situations. Concentrate your attention on the intonation of the replies. Repeat these sentences after the speaker:
Drill II. Read the following sentences using the intonation patterns of Tone Group II. Mark the intonation. Define the communicative type and the attitudinal meaning.
I wanted to have a chat with you. How are you going to get home? Go right back to the beginning again. I can't quite make up my mind about it. Thank you very much indeed. Whatever made you think of that? We haven't heard from him for ages. What will they do next? Stay as long as you possibly can. What a pity! When is she going to learn to be careful?
Drill III.
A. Answer the following questions in detail. Make your answers sound final, categoric, considered, weighty.
Model: Why didn't you wait for him? -I expected him much earlier.
What kind of books do you prefer to read? What's your homework for today? What do you usually do at the lab? What must 1 do to improve my pronunciation? What do you do to air the room?
While asking questions make them sound serious, responsible, intense.
Model: Ask your friend what the spelling of the word "generosity" is. - What is the spelling of the word "generosity"?
Ask your friend: how often he comes to see his relatives; how old his mother is; when the English celebrate Mother's day; when he is going to meet you; why he doesn't read enough.
Suppose you are in charge of a group of children. Give them firm, serious, weighty, pressing orders.
Model: Tell the children to come and have dinner. - Come and have dinner.
Tell the children: not to go out into the street alone: to put on coats and boots; to let the old man pass; not to make so much noise; to be careful while crossing the street.
Think of an exclamation proper in the situation mentioned below. Let it be weighty and rather emphatic.
Model: Suppose the weather is lovely. - What lovely weather we are having!
Suppose: your younger brother is a lazy-bones: you've just come to know your friend is ill; the man you are discussing some important matter with appeared to be a nice man to deal with; you found a wonderful place for your picnic; your girlfriend is wearing a beautiful dress.
Drill IV. Read the following text using Tone Group II intonation patterns where necessary. Get it recorded and hand in the tape:
Once Mark Twain wanted to borrow some books from his friend. But his friend told him that he never lent books to anybody. He never let anybody take books from his house. "You mustn't take the books home", he said. "If you want to read these books you have to read them in my house."
In summer the same friend had to cut grass in his garden. But he couldn't do it because he had no lawn mower. He asked Mark Twain to give it to him for a day or two. This time Mark Twain refused to lend him his lawn mower. "If you want to use the lawn mower", he said, "you have to do it in my garden".